Download nTIPERs Project

nTIPERs Project– Physics Tools for Learning
and Assessment in Newtonian Mechanics
Supported by NSF CCLI collaborative grants
0632963 (Joliet Junior College) & 0633010 (New Mexico State University)
Curtis Hieggelke (PI)
Emeritus Joliet Junior College
Steve Kanim (PI)
New Mexico State University
David Maloney(Co-PI)
Indiana University-Purdue University Fort Wayne
Broadening Impact: NSF-funded Projects at TYCs Conference
June 16-17, 2011 in Washington, D.C.
nTIPERs - Physics Tools for Learning and Assessment
CCLI Collaborative Project of Joliet Junior College & NM State University
Tasks Inspired by Physics Education Research (TIPERs)
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Focused on the development of conceptual understanding and reasoning in
targeted areas.
Designed to promote sense making and help students build a base to solve
problems with understanding.
Many tasks are taken directly from research questions.
Variety of task formats provide alternative ways of focusing students on
important or confusing ideas and concepts.
Multiple approaches or task formats help build a stronger and more robust
understanding for students.
Can be used to do pre-topic assessment, reinforce instruction, post-topic
assessment, topic extension, bridge to new ideas, or review work.
Can be used in individual activities, peer-share instruction, small group
work, homework, review work, and exam/quiz tasks.
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Can be adopted incrementally.
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Tasks encourage and support active learning along with reasoning skills.
Broadening Impact: NSF-funded Projects at TYCs Conference
June 16-17, 2011 in Washington, D.C.
nTIPERs - Physics Tools for Learning and Assessment
CCLI Collaborative Project of Joliet Junior College & NM State University
Project background and goal
Use of standard quantitative problems for student practice and subsequent
use for evaluation of student achievement does little to promote conceptual
understanding of physics concepts.
The workbook developed during this project provides a variety of
alternative task formats that emphasize conceptual understanding and can
be used in a variety of teaching activities.
The goal of the nTIPERs project is to improve student understanding of
physics by
♦ providing college teachers with a published collection of high quality
conceptual (qualitative) exercises in mechanics with solutions,
♦ based on task formats related to work in Physics Education Research
(PER),
♦ materials are intended to provide an easy migration for teachers with
heavy demands in the adoption of PER-connected materials,
♦ and are effective in improving learning.
Broadening Impact: NSF-funded Projects at TYCs Conference
June 16-17, 2011 in Washington, D.C.
nTIPERs - Physics Tools for Learning and Assessment
CCLI Collaborative Project of Joliet Junior College & NM State University
Evaluation strategies, methods, and impact
Several retired and sabbatical leave CC teachers volunteered to review
parts of the first stage early work.
Extensive reviews of all first stage materials by two nationally known HS
physics teachers before field testing the materials.
External evaluator from Chicago State University worked with 5-10 CC
faculty in the evaluation of selected second stage materials for two years.
Many (70+) field testers/teachers from universities, CCs, and HSs tried the
materials in their classes.
Over thirty workshops during this period were provided to inform the
physics teaching community about the project and its implementation.
Final edit was done by an expert CC physics teacher from Joliet Jr College.
Publisher provided the design for the book covers and copy-edited the
materials.
Project reaching a new level by adapting and modifying published materials
along with developing new tasks for a new student workbook for the
regular high school physics course.
Broadening Impact: NSF-funded Projects at TYCs Conference
June 16-17, 2011 in Washington, D.C.
nTIPERs - Physics Tools for Learning and Assessment
CCLI Collaborative Project of Joliet Junior College & NM State University
Unexpected challenges and/or lessons learned
The time it takes to rewrite, edit, review, correct, format, write solutions, etc, for
publication after you think it is finished.
The difficulty in cutting from 600+ tasks/pages to 339 pages for publication and
the time required to prepare the solutions guide for each task.
The complexity of dealing with comments and issues such as notation from users
at various institutions.
The limited institutional support for projects with a national scope/impact
directed by retired/adjunct CC PIs.
The strong support by so many physics teachers for the project across the
country.
The impact of change in plans and responsibilities of PIs and Co-PIs during the
project.
The impact and need to deal with new CC administrators (President, VicePresident, Dean, Department Chair over five years).
The difficulty in trying to adapt to new technical developments and devices such
as the iPad to deliver the materials to students.
Broadening Impact: NSF-funded Projects at TYCs Conference
June 16-17, 2011 in Washington, D.C.
nTIPERs - Physics Tools for Learning and Assessment
CCLI Collaborative Project of Joliet Junior College & NM State University
TIPERs formats
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What (if anything) is Wrong Tasks (WWT)
Working Backwards Tasks (WBT)
Troubleshooting Tasks (TT)
Ranking Tasks (RT)
Qualitative Reasoning Tasks (QRT)
Linked Multiple Choice Tasks (LMCT)
Comparison Tasks (CT)
Changing Representations Tasks (CRT)
Conflicting Contentions Tasks (CCT)
Bar Chart Tasks (BCT)
Predict and Explain Tasks (PET)
Broadening Impact: NSF-funded Projects at TYCs Conference
June 16-17, 2011 in Washington, D.C.
nTIPERs - Physics Tools for Learning and Assessment
CCLI Collaborative Project of Joliet Junior College & NM State University
Newtonian Tasks Inspired by Physics
Education Research: nTIPERs
Student workbook published January 2011 by Pearson Addison-Wesley
339 pages with 398 tasks
Ten task formats in nine areas of introductory mechanics.
Five years in development
Supported by formal NSF CCLI collaborative grants to JJC and NMSU
“nTIPERs: Tasks to Help Students ‘Unpack’ Aspects of Newtonian Dynamics”
David P Maloney, Curtis Hieggelke, and Steve Kanim, paper published in the
proceedings and featured at the Physics Education Research Conference 2010 at
the 2010 AAPT Summer Meeting, Portland, OR
Companion product to E & M TIPERs: Electricity & Magnetism Tasks
C. J. Hieggelke, D. P. Maloney, T. L. O'Kuma, & S. E. Kanim,
published by Pearson Addison-Wesley (2006),
256 page student workbook with186 electrostatics tasks in 16 categories and
128 magnetism tasks in 8 categories,
development supported by two NSF CCLI grants on magnetism and
electrostatics
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Broadening Impact: NSF-funded Projects at TYCs Conference
June 16-17, 2011 in Washington, D.C.
nTIPERs - Physics Tools for Learning and Assessment
CCLI Collaborative Project of Joliet Junior College & NM State University
nTIPERs Distribution Chart by Physics Task Area
Broadening Impact: NSF-funded Projects at TYCs Conference
June 16-17, 2011 in Washington, D.C.
nTIPERs - Physics Tools for Learning and Assessment
CCLI Collaborative Project of Joliet Junior College & NM State University
nTIPERs Distribution Chart by Task Type
Broadening Impact: NSF-funded Projects at TYCs Conference
June 16-17, 2011 in Washington, D.C.
nTIPERs - Physics Tools for Learning and Assessment
CCLI Collaborative Project of Joliet Junior College & NM State University
RTpractice: Stacked Blocks—Number of Blocks
Shown below are stacks of various blocks. All masses are given in the
diagram in terms of M, the mass of the smallest block.
M
4M
5M
3M
4M
2M
M
M
M
M
M
M
A
B
C
D
E
Rank the total number of blocks in each stack.
Greatest 1 ______ 2 ______ 3 ______ 4 ______5 ______ Least
OR, The total number of blocks in each stack is the same.
___
OR, The ranking for the total number of b locks in these
stacks cannot be determined.
___
Explain your reasoning.
Broadening Impact: NSF-funded Projects at TYCs Conference
June 16-17, 2011 in Washington, D.C.
nTIPERs - Physics Tools for Learning and Assessment
CCLI Collaborative Project of Joliet Junior College & NM State University
nT6H-BCT1: Box Lifted Up Moving Upward I—Energy Bar Chart for
the Earth-Box System I
A 100 N box is initially moving upward at 4 m/s. A man is applying a vertical
force of 80 N with his hand to the box as shown. (use g = 10 N/kg)
Draw an energy bar chart below for the earth-box system as it moves upward a
distance of 1 m with the zero point for the gravitational (potential) energy set at the
initial height.
Initial system energy
KE
Eint
100 N
Final system energy
During
PEgrav PEspring Wext
80 N
Q
KE
Eint
PEgrav PEspring
Bar chart graph key
KE
Kinetic energy
Eint
Internal energy
PEgrav
PEspring
Wext
Q
Gravitational
potential energy
Spring
potential energy
Work done by
external forces
Heat added
to system
Use g = 10 m/s2
for simplicity
Broadening Impact: NSF-funded Projects at TYCs Conference
June 16-17, 2011 in Washington, D.C.
nTIPERs - Physics Tools for Learning and Assessment
CCLI Collaborative Project of Joliet Junior College & NM State University
nT8C-RT7: Hexagon—Torque about Center
4N
A
4N
B
4N
C
Three 4-Newton forces act on a plywood hexagon as shown in the diagram. The
sides of the hexagon each have a length of 1 meter.
Rank the magnitude of the torque applied about the center of the hexagon by
each force.
Greatest
1 _______ 2 _______ 3 _______
Least
OR, The magnitude of the torque due to each force is the same, but not zero.
___
OR, The magnitude of the torque due to each force is zero. ___
OR, We cannot determine the ranking of the magnitude of the torques. ___
Please explain your reasoning.
Broadening Impact: NSF-funded Projects at TYCs Conference
June 16-17, 2011 in Washington, D.C.
nTIPERs - Physics Tools for Learning and Assessment
CCLI Collaborative Project of Joliet Junior College & NM State University
nT5B-CT20: Ropes Pulling Boxes III—Rope Tension
Shown below are boxes that are being pulled by a force F along
frictionless surfaces, accelerating toward the left. The masses of the
boxes are indicated in each figure.
F
F
2m
m
A
B
m
2m
Will the tension in rope A on the top be (a) greater than, (b) less
than, or (c) equal to the tension in rope B on the bottom?
Explain.
Broadening Impact: NSF-funded Projects at TYCs Conference
June 16-17, 2011 in Washington, D.C.
nTIPERs - Physics Tools for Learning and Assessment
CCLI Collaborative Project of Joliet Junior College & NM State University
nT5G-WBT1: Equations Describing a Situation—Physical Situation
Given below are two equations resulting from the application of
Newton’s Second law to two objects in a system.
Mg – T = Ma
T + µmg = ma
Describe and draw a physical situation that could have produced
these equations.
Broadening Impact: NSF-funded Projects at TYCs Conference
June 16-17, 2011 in Washington, D.C.
nTIPERs - Physics Tools for Learning and Assessment
CCLI Collaborative Project of Joliet Junior College & NM State University
nT3A-QRT1: Kinematics Graphs—Change Direction
0
1
3
5
7
9
Time, s
The graph shown is for an object in one-dimensional motion. The vertical axis is
not labeled.
If the vertical axis is position, does the object ever change direction? If so, at
what time or times does this change in direction occur?
If the vertical axis is velocity, does the object ever change direction? If so, at
what time or times does this change in direction occur?
Broadening Impact: NSF-funded Projects at TYCs Conference
June 16-17, 2011 in Washington, D.C.
nTIPERs - Physics Tools for Learning and Assessment
CCLI Collaborative Project of Joliet Junior College & NM State University
nT3A-WWT1: Velocity vs. Time Graph—Acceleration vs. Time Graph
A student has obtained a graph of an object’s velocity versus time and then
draws the graph of the acceleration versus time for the same time interval.
v
a
Time
Time
What, if anything, is wrong with the graph of the acceleration versus time?
If something is wrong, identify it and explain how to correct it.
Broadening Impact: NSF-funded Projects at TYCs Conference
June 16-17, 2011 in Washington, D.C.
nTIPERs - Physics Tools for Learning and Assessment
CCLI Collaborative Project of Joliet Junior College & NM State University
nT1A-CCT1: Breaking up a Block—Density
A block of material with a width w, height h, and thickness t has a mass of Mo distributed
uniformly throughout its volume. The block is shown cut into two pieces A and B.
h
2w
3
w
3
t
Andy: “The density is the mass divided by the volume, and the volume of B is smaller. Since
the mass is uniform, and the volume is in the denominator, the density is larger for B.
Badu: “The density of piece A is larger than the density of piece B since A is larger, thus it
has more mass.”
Coen: “They both have the same density. It’s still the same material.”
Which, if any, of these three students do you agree with?
Andy_____ Badu _____ Coen _____ None of them______
Please explain your reasoning.
Broadening Impact: NSF-funded Projects at TYCs Conference
June 16-17, 2011 in Washington, D.C.
nTIPERs - Physics Tools for Learning and Assessment
CCLI Collaborative Project of Joliet Junior College & NM State University
nT5C-TT38: Thrown Baseball—Force Diagram
A baseball is thrown from right field to home plate, traveling from right to
left in the diagram.
A student watching the game sketches the force(s) on the baseball at the top
of its path(T). He ignores air friction and notes that the forces are not drawn
to scale in his sketch. He produces the following diagram for the forces on the
ball at the top:
The student states:
“A is the horizontal component of the initial applied force, B is the vertical
component of the initial applied force, and C is the force of gravity.”
There is a problem with the student’s description. Explain what is wrong, and
correct it.
Broadening Impact: NSF-funded Projects at TYCs Conference
June 16-17, 2011 in Washington, D.C.
nTIPERs - Physics Tools for Learning and Assessment
CCLI Collaborative Project of Joliet Junior College & NM State University
nT8A-CRT4: Angular Velocity vs. Time Graph — Angular
Acceleration vs. Time Graph
Sketch an angular acceleration versus time graph given the angular velocity versus
time graph shown for the same time interval.
!
"
Time
Time
Explain.
Broadening Impact: NSF-funded Projects at TYCs Conference
June 16-17, 2011 in Washington, D.C.
nTIPERs - Physics Tools for Learning and Assessment
CCLI Collaborative Project of Joliet Junior College & NM State University
nT8H-LMCT: Horizontal Pivoted Board with Load —Force to Hold
A 100-N weight is placed on a massless board a distance L1 from a frictionless pin. A force F is applied
vertically to the end of the board, a distance L2 from the pivot.
F
L1
100 N
L2
Identify from choices (a)-(e) how each change described below will affect the magnitude of the support
force (F) at the end of the board needed to keep the system in equilibrium.
Compared to the case above, this change will:
(a) increase the magnitude of the support force (F) at the end of the board.
(b) decrease the magnitude of the support force (F) at the end of the board but not to zero.
(c) decrease the magnitude of the support force (F) at the end of the board to zero.
(d) have no effect on the magnitude of the support force (F) at the end of the board.
(e) have an indeterminate effect on the magnitude of the support force (F) at the end of the board.
Each of these modifications is the only change to the initial situation shown in the diagram above.
1) The 100-N weight is moved to a position closer to the support force (F) at the right end of the
board.
______
Explain.
2) The 100-N weight is moved to a position closer to the frictionless pin at the left end of the
board.
______
Explain.
Broadening Impact: NSF-funded Projects at TYCs Conference
June 16-17, 2011 in Washington, D.C.
nTIPERs - Physics Tools for Learning and Assessment
CCLI Collaborative Project of Joliet Junior College & NM State University
RTpractice: Stacked Blocks—Number of Blocks-Answer
Shown below are stacks of various blocks. All masses are given in the
diagram in terms of M, the mass of the smallest block.
M
4M
5M
3M
4M
2M
M
M
M
M
M
M
A
B
C
D
E
Broadening Impact: NSF-funded Projects at TYCs Conference
June 16-17, 2011 in Washington, D.C.
nTIPERs - Physics Tools for Learning and Assessment
CCLI Collaborative Project of Joliet Junior College & NM State University
nT6H-BCT1: Box Lifted Up Moving Upward I—Energy Bar Chart for
the Earth-Box System I-Answer
A 100 N box is initially moving upward at 4 m/s. A man is applying a vertical
force of 80 N with his hand to the box as shown.
Draw an energy bar chart below for the earth-box system as it moves upward a
distance of 1 m with the zero point for the gravitational (potential) energy set at the
initial height.
Initial system energy
KE
Eint
100 N
Final system energy
During
PEgrav PEspring Wext
80 N
Q
KE
Eint
PEgrav PEspring
Bar chart graph key
KE
Kinetic energy
Eint
Internal energy
PEgrav
Arbitrary height, same for both
(can be zero)
PEspring
Wext
Q
Gravitational
potential energy
Spring
potential energy
Work done by
external forces
Heat added
to system
Use g = 10 m/s2
for simplicity
Broadening Impact: NSF-funded Projects at TYCs Conference
June 16-17, 2011 in Washington, D.C.
nTIPERs - Physics Tools for Learning and Assessment
CCLI Collaborative Project of Joliet Junior College & NM State University
nT8C-RT7: Hexagon—Torque about Center-Answer
A
4N
4N
B
4N
C
Three 4-Newton forces act on a plywood hexagon as shown in the diagram. The
sides of the hexagon each have a length of 1 meter.
Rank the magnitude of the torque applied about the center of the hexagon by
each force.
Greatest
1 ___ A ___ 2 ___ C ___ 3 __ B ___
Least
The magnitude of the torque due to each force is equal to the magnitude of the force
times the perpendicular distance between the line of action of that force and the
pivot point. The line of action of force B passes through the center of the hexagon,
so the torque due to force B is zero. The perpendicular distance between the line of
action and the pivot point is equal to the height of one of the triangles shown for
force C, and is equal to the side of a triangle for force A. The side of the triangle is
longer than the height, and so the torque due to force A is greatest.
Broadening Impact: NSF-funded Projects at TYCs Conference
June 16-17, 2011 in Washington, D.C.
nTIPERs - Physics Tools for Learning and Assessment
CCLI Collaborative Project of Joliet Junior College & NM State University
nT5B-CT20: Ropes Pulling Boxes III—Rope Tension-Answer
Shown below are boxes that are being pulled by a force F along frictionless
surfaces, accelerating toward the left. The masses of the boxes are indicated in
each figure.
A
F
2m
F
m
m
B
2m
Will the tension in rope A on the top be (a) greater than, (b) less than, or (c)
equal to the tension in rope B on the bottom?
(b) The tension is rope A is less than the tension in rope B.
Since the surface is frictionless, the tension in all ropes is the net force
on the system of all blocks to the right of that rope. So the tension is
equal to the mass of all blocks to the right of that rope times the
acceleration. Since the tension in the leftmost rope is F and the mass of
the two blocks is 3m in each case, the acceleration of both systems is the
same. For rope A, the tension is the acceleration times m. For rope B the
tension is the (same) acceleration times 2m, twice the tension of rope A.
Broadening Impact: NSF-funded Projects at TYCs Conference
June 16-17, 2011 in Washington, D.C.
nTIPERs - Physics Tools for Learning and Assessment
CCLI Collaborative Project of Joliet Junior College & NM State University
nT5G-WBT1: Equations Describing a Situation—Physical SituationAnswer
Given below are two equations resulting from the application of Newton’s
Second law to two objects in a system.
Mg – T = Ma
T + µmg = ma
Describe and draw a physical situation that could have produced these
vo
equations.
m
µ
M
A hanging mass M connected to a string with a tension T that is connected
also to a block m on a rough horizontal surface with a coefficient of kinetic
friction µ. The hanging mass M is initially moving upward and the block is
moving away from the edge.
Broadening Impact: NSF-funded Projects at TYCs Conference
June 16-17, 2011 in Washington, D.C.
nTIPERs - Physics Tools for Learning and Assessment
CCLI Collaborative Project of Joliet Junior College & NM State University
nT3A-QRT1: Kinematics Graphs—Change Direction-Answer
1
3
5
7
9
Time, s
The graph shown is for an object in one-dimensional motion. The vertical axis is not
labeled.
If the vertical axis is position, does the object ever change direction? If so, at what time or
times does this change in direction occur?
Answer: The velocity of the object is given by the slope of the graph, and the object has a
negative velocity from time zero to 5 seconds. After 5 seconds, the object has a positive
velocity. So the object changed direction at 5 seconds.
If the vertical axis is velocity, does the object ever change direction? If so, at what time or
times does this change in direction occur?
Answer: The velocity of the object is given by the value of the graph, and the object has a
positive velocity from time zero to 2 seconds. From 2 seconds to 8 seconds, the object has a
negative velocity. After 8 seconds, the object has a positive velocity. So the object changed
direction at 2 seconds, and again at 8 seconds.
Broadening Impact: NSF-funded Projects at TYCs Conference
June 16-17, 2011 in Washington, D.C.
nTIPERs - Physics Tools for Learning and Assessment
CCLI Collaborative Project of Joliet Junior College & NM State University
nT3A-WWT1: Velocity vs. Time Graph I—Acceleration vs. Time
Graph-Answer
A student has obtained a graph of an object’s velocity versus time and then draws the
graph of the acceleration versus time for the same time interval.
v
a
Time
Time
What, if anything, is wrong with the graph of the acceleration versus time? If
something is wrong, identify it and explain how to correct it.
The acceleration is the slope of the velocity graph. Thus, the third and fourth peaks
should be reversed as shown below because the sign of the acceleration is the same as the
sign of the slope of the velocity-time graph.
v
a
Time
Broadening Impact: NSF-funded Projects at TYCs Conference
June 16-17, 2011 in Washington, D.C.
Time
nTIPERs - Physics Tools for Learning and Assessment
CCLI Collaborative Project of Joliet Junior College & NM State University
nT1A-CCT1: Breaking up a Block—Density -Answer
A block of material with a width w, height h, and thickness t has a mass of Mo distributed
uniformly throughout its volume. The block is shown cut into two pieces A and B.
h
2w
3
w
3
t
Andy: “The density is the mass divided by the volume, and the volume of B is smaller. Since
the mass is uniform, and the volume is in the denominator, the density is larger for B.
Badu: “The density of piece A is larger than the density of piece B since A is larger, thus it
has more mass.”
Coen: “They both have the same density. It’s still the same material.”
Which, if any, of these three students do you agree with?
Andy_____ Badu _____ Coen __X__ None of them______
Please explain your reasoning.
Coen is correct. Density is the ratio of mass to volume. The larger piece has twice the mass,
but also twice the volume of the smaller piece, so the ratio of mass to volume is the same for
both, and the same as the density of the unbroken block.
Broadening Impact: NSF-funded Projects at TYCs Conference
June 16-17, 2011 in Washington, D.C.
nTIPERs - Physics Tools for Learning and Assessment
CCLI Collaborative Project of Joliet Junior College & NM State University